ABSTRACT

The recognition of the way in which effective education and care improves the life chances of children is central to this chapter. If practitioners view education in its broadest sense as a commitment to this theme, then engaging children actively is critical and the discussion of ‘voice’ is essential. This chapter focuses on the multiple perspectives that contribute to an understanding of the concept of the child’s voice within an educational context. The chapter highlights the multiple perspectives that contribute to our knowledge and understanding of the concept of the child’s voice as part of educational systems. It identifies and explores ways in which organizational constructs such as policy, both politically initiated and relationally derived, can shape and influence what we do and how, as a result, we interact professionally with children. It examines the pedagogies of listening and relationships and considers how these can be used by practitioners to fully engage young learners. Listening to and activating the child’s voice is a fundamental right and a tool for empowerment. Key questions in the chapter engage, inform, and challenge the reader to explore the concept of the ‘child’s voice’ within a framework of early childhood pedagogies.